A mixed-methods, quasi-experimental design was employed to explore how the Claim, Evidence, and Reasoning (CER) framework along with written, verbal, and peer scaffolds would influence early childhood/elementary and elementary/middle childhood preservice teachers' (PSTs) abilities to formulate scientific explanations within a physical science…

This article contributes to the research literature concerning prospective elementary teachers' mathematical thinking and learning with a focus on flexibility. We present a case study of a prospective elementary teachers' development of flexibility in mental addition and subtraction during a Number and Operations course. Building upon the…

This study addressed predictors of the development of word problem solving (WPS) across the intermediate grades. At beginning of 3rd grade, 4 cohorts of students (N = 261) were measured on computation, language, nonverbal reasoning skills, and attentive behavior and were assessed 4 times from beginning of 3rd through end of 5th grade on 2 measures…

This sequential explanatory mixed methods study explored 34 prospective elementary teachers understanding of division of fractions at the beginning and end of their final mathematics methods course. Participants' beliefs on the teaching and learning of division with fractions were also explored. At the beginning of the course, the participants had…

This case study examined the performance of a 13-year-old highly skilled mental calculator on mental multiplication tasks. She solved difficult tasks by using various ingenious calculation methods, including distributing, factoring, and recalling the product directly. Implications for instruction are reported. (Author/RH)

A discussion of the check of nines for the four arithmetic operations is given along with an explanation of why it works. (MP)

The mathematics associated with division is discussed, working from a theorem for the real division algorithm. Real-world, geometric, and algebraic approaches are discussed, as are related topics. (MNS)

A continuous and curriculum-based assessment method, Precision Learning Assessment (PLA), which integrates precision teaching and norm-referenced techniques, was applied to a math computation curriculum for 214 third graders. The resulting districtwide learning curves defining average annual progress through the computation curriculum provided…

In a study investigating the use of a talking calculator as a computational aid with nine blind children in grade 3 through grade 8, it was found that Ss could benefit from the aid of a talking calculator in their curricular mathematics when there was need for a fast, accurate, and portable aid to mathematical computation. (IM)

Describes the history, development and classroom uses of Chisanbop (finger numerals). Cites the results of research utilizing first grade mathematics classes, half using Chisanbop, half not, the Chisanbop group making significantly higher scores on the Iowa Basic Skills Test of computation than the control group. (DS)

Presents a number of transcript examples of correct and incorrect transferences by children. Considers the objects of transference including spoken words, written symbols, models and diagrams, arithmetic procedures, and structures. Discusses the use of transference in arithmetic education. (YP)

Three tests with increasingly more difficult sentence structures, developed for use with children at fourth-grade level or below in reading vocabulary and in mathematical computations, were administered to 30 eighth-grade Ss. Results revealed a significant difference between the test with greater syntactical complexity and the two other tests.…

"Chisanbop" is a Korean word which means finger calculation method. It is based on the Korean abacus, and its emphasis is on fives. By using Chisanbop techniques, one can add, subtract, multiply, and divide large numbers. Chisanbop can be taught most effectively to large groups in the second grade. (JN)

Describes how to teach the solving of multistep problems without recording the intermediate results. Stresses using calculators having memories and necessary functions. Provides activity worksheets. (YP)

Describes the Calculator-Aware Number (CAN) curriculum developed by the Primary Initiatives in Mathematics Education (PrIME) project. Summarizes the CAN curriculum as it relates to learning by children and use by teachers. (YP)